A Study on the structural relationship between the longitudinal change in career maturity and the free-semester system of Student Satisfaction

2021 ◽  
Vol 23 (3) ◽  
pp. 105-125
Author(s):  
Dong-yeop Ha ◽  
Kap-sung Kim ◽  
Si-yeon Seo ◽  
Tae-hwa Lee
2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.


1979 ◽  
Vol 11 (4) ◽  
pp. 225-229 ◽  
Author(s):  
Julie Jenks ◽  
Jonathan Kahane ◽  
Virginia Bobinski ◽  
Tina Piermarini

1970 ◽  
Vol 3 (2) ◽  
pp. 110-118 ◽  
Author(s):  
Ellen L. Betz ◽  
John E. Klingensmith ◽  
John W. Menne

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